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Promoting higher qualityThe Quality Assurance Agency

for Higher Education

Benchmark statement:Health care programmes

Phase 1

Radiography

Subject benchmark statements: Health care programmes

Subject benchmark statements provide a means of describing the nature and characteristics of programmesof study and training in health care. They also represent general expectations about standards for the awardof qualifications at a given level and articulate the attributes and capabilities that those possessing suchqualifications should be able to demonstrate.

Subject benchmark statements are used for a variety of purposes. Primarily, they are an important externalsource of reference when new programmes are being designed and developed. They provide generalguidance for articulating the learning outcomes associated with the programme but are not a specification ofa detailed curriculum. Benchmark statements provide for variety and flexibility in the design of programmesand encourage innovation within an agreed overall conceptual framework.

Subject benchmark statements also provide support in the pursuit of internal quality assurance. They enablethe learning outcomes specified for a particular programme to be reviewed and evaluated against agreedgeneral expectations about standards.

Finally, subject benchmark statements are one of a number of external sources of information that are drawnupon for the purposes of academic review* and for making judgements about threshold standards beingmet. Reviewers do not use subject benchmark statements as a crude checklist for these purposes however.Rather, they are used in conjunction with the relevant programme specifications, the associateddocumentation of the relevant professional and statutory regulatory bodies, the institution's own selfevaluation documentation, together with primary data in order to enable reviewers to come to a roundedjudgement based on a broad range of evidence.

The benchmarking of standards in health care subjects is undertaken by groups of appropriate specialistsdrawn from higher education institutions, service providers and the professional and statutory regulatorybodies. The statements represent the first attempt to make explicit in published form the general academiccharacteristics and standards of awards in these subjects in the UK. In due course, the statements will berevised to reflect developments in the subjects and the experiences of institutions, academic review andothers that are working with it.

* academic review in this context refers to the Agency's arrangements for external assurance of quality and standards.Further information regarding these may be found in the Handbook for academic review, which can be found on theAgency's web site.

This statement is © The Quality Assurance Agency for Higher Education 2001.

It may be reproduced by educational institutions solely for educational purposes, without permission.Excerpts may be reproduced for the purpose of research, private study, or review without permission,provided full acknowledgement is given to the subject benchmarking group for this subject area and to thecopyright of the Quality Assurance Agency for Higher Education.

Electronic storage, adaptation or translation of the statement is prohibited without prior written agreementfrom the Quality Assurance Agency for Higher Education.

ISBN 1 85824 572 9AR 032 6/2001

Published byQuality Assurance Agency for Higher EducationSouthgate HouseSouthgate StreetGloucester GL1 1UB

Tel 01452 557000Fax 01452 557070Web www.qaa.ac.uk

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The Quality Assurance Agency for Higher Education is a company limited by guarantee.

Contents

Foreword 1

An emerging health professions framework 2

A Expectations of the health professional in providing patient/client services 2

B The application of practice in securing, maintaining or improving health and well being 3

C Knowledge, understanding and skills that underpin the education and training of health care professionals 4

Benchmark statement for radiography, both diagnostic and therapeutic 6

Introduction 6

Teaching, learning and assessment 7

Benchmark statement for diagnostic radiography 8

Nature and extent of programmes in diagnostic radiography 8

A The diagnostic radiographer as a registered health care practitioner; expectations held by the profession, employers and public 9

B Principles and concepts held by the profession of diagnostic radiography which are applied to secure, maintain or improve health and well-being 10

C Knowledge, understanding and skills that underpin the education and training of diagnostic radiographers 11

Academic and practitioner standards in diagnostic radiography 14

A Working as a professional in diagnostic radiography 14

B Application of principles and concepts 15

C Subject knowledge and understanding 16

Benchmark statement for therapeutic radiography 17

Nature and extent of programmes in therapeutic radiography 17

A The therapeutic radiographer as a registered health care practitioner; expectations held by the profession, employers and public 19

B Principles and concepts held by the profession of therapeutic radiography which are applied to secure, maintain or improve health and well-being 20

C Knowledge, understanding and skills that underpin the education and training of therapeutic radiographers 20

Academic and practitioner standards in therapeutic radiography 24

A Working as a professional in therapeutic radiography 24

B Application of principles and concepts 25

C Subject knowledge and understanding 25

Appendix 1 27

Radiography benchmark group membership 27

Appendix 2 28

Benchmark steering group membership 28

Foreword

This benchmark statement describes the nature and standards of programmes of study in radiography, thatleads to awards made by higher education institutions in the United Kingdom (UK) in the subject.

It has been developed in collaboration with a number of other health care professions and these are listedbelow. Although initial work was undertaken in subject specific groups, the analysis of these early draftsidentified a number of features which all the subject groups shared. It was, therefore, agreed by each of thespecialist benchmark groups that their respective statements could be cast using a common structure. Aswork progressed it became increasingly apparent that there was considerable overlap within the details ofthe subject-specific statements and a common health professions framework was emerging. This emergingframework is, accordingly, displayed in each of the subject statements in order to illustrate on the one hand,the shared context upon which the education and training of health care professionals rests and, on the other,the uniquely profession-specific context within which programmes are organised. It is important toemphasise that benchmark statements are not cast in tablets of stone and will need to be revisited in the lightof experience and further developments in health care. Moreover, we are confident that the emergingframework has the potential to embrace other health related professions such as social work, dentistry,medicine and other therapies. It is anticipated that further work in a second phase of the project could leadto an overarching health professions framework.

The initial section of this statement sets out the health professions framework under three main headings:

A Expectations of the health professional in providing patient/client services;

B The application of practice in securing, maintaining or improving health and well-being;

C The knowledge, understanding and skills that underpin the education and training ofhealth care professionals.

The main section of this statement, in addition to describing the nature and extent of programmes leading toawards in radiography, describes the profession-specific expectations and requirements under the same threecategories.

The key feature in this statement, as in the associated statements, is the explicit articulation of the academicand practitioner standards associated with the award in radiography. This duality reflects the significance ofthe academic award as the route to registration for professional practice and formal recognition by theprofessional and statutory regulatory bodies. The threshold standards set out the expectations of healthprofessionals entering their first post immediately on qualification.

The section on standards accords with the relevant level descriptor for awards in the qualificationsframeworks published by the Quality Assurance Agency for Higher Education.

The section on teaching, learning and assessment draws attention to the central role of practice in the designof learning opportunities for students and the importance of ensuring that professional competencedeveloped through practice is adequately assessed and rewarded. It also notes how essential it is that theintegration of theory and practice is a planned process within the overall arrangements made for teachingand learning.

The statement acknowledges the need to put the prospective client/patient at the centre of the student'slearning experience and to promote within that experience the importance of team-working and cross-professional collaboration and communication. Implicit in the statement are the opportunities that existfor shared learning across professional boundaries, particularly in the latter stages of training when inter-professional matters can be addressed most productively. It is essential that the opportunities that existfor shared learning in practice are optimised, as well as best use being made of similar opportunities thatprevail more obviously in classroom-based activities.

This statement and the associated statements will therefore allow higher education institutions, inpartnership with service providers (where appropriate), to make informed curriculum choices about theconstruction of shared learning experiences. In this context, shared learning is seen as one of a number ofmeans of promoting improved collaborative practice and addressing a range of issues which spanprofessional accountability and professional relationships.

Finally, the statement does not set a national curriculum for programmes leading to awards in radiography.It acknowledges that the requirements of the professional and statutory regulatory bodies need to beincorporated into the design of programmes. It seeks to encourage higher education institutions and serviceproviders to work collaboratively in the design and delivery of their curricula. Its essential feature is thespecification of threshold standards, incorporating academic and practitioner elements, against which highereducation institutions are expected, as a minimum, to set their standards for the award.

Radiography

1 Dietetics, Health Visiting, Midwifery, Nursing, Occupational Therapy, Orthoptics, Physiotherapy, Podiatry (Chiropody), Prosthetics and Orthotics,

Radiography, and Speech & Language Therapy.

An emerging health professions framework

The subject specific statements for radiography have been set within the emerging health professionsframework outlined below. As indicated in the foreword, this framework developed as a result of thebenchmarking work undertaken collaboratively by 11 different health professional groups. Further evolutionof the framework is anticipated through a second phase of the project which will address its goodness of fitwith a range of other health and social care professions benchmark statements.

A Expectations of the health professional in providing patient/client servicesThis section articulates the expectations of a registered professional within health and social care services. Itdescribes what is regarded as a minimum range of expectations of a professional that will provide safe andcompetent practice for patients/clients in a variety of health and social care contexts.

A1 Professional autonomy and accountability

The award holder should be able to:

l maintain the standards and requirements of professional and statutory regulatory bodies;

l adhere to relevant codes of conduct;

l understand the legal and ethical responsibilities of professional practice;

l maintain the principles and practice of patient/client confidentiality;

l practise in accordance with current legislation applicable to health care professionals;

l exercise a professional duty of care to patients/clients/carers;

l recognise the obligation to maintain fitness for practice and the need for continuing professionaldevelopment;

l contribute to the development and dissemination of evidence-based practice within professionalcontexts;

l uphold the principles and practice of clinical governance.

A2 Professional relationships


l participate effectively in inter-professional and multi-agency approaches to health and social care whereappropriate;

l recognise professional scope of practice and make referrals where appropriate;

l work, where appropriate, with other health and social care professionals and support staff andpatients/clients/carers to maximise health outcomes;

l maintain relationships with patients/clients/carers that are culturally sensitive and respect their rightsand special needs.

A3 Personal and professional skills


l demonstrate the ability to deliver quality patient/client-centred care;

l practise in an anti-discriminatory, anti-oppressive manner;

l draw upon appropriate knowledge and skills in order to make professional judgements, recognising thelimits of his/her practice;

l communicate effectively with patients/clients/carers and other relevant parties when providing care;

l assist other health care professionals, support staff and patients/clients/carers in maximising healthoutcomes;

l prioritise workload and manage time effectively;

l engage in self-directed learning that promotes professional development;

l practise with an appropriate degree of self-protection;

l contribute to the well-being and safety of all people in the work place.

Subject benchmark statement: Health care programmes

A4 Profession and employer context


l show an understanding of his/her role within health and social care services;

l demonstrate an understanding of government policies for the provision of health and social care;

l take responsibility for his/her own professional development;

l recognise the value of research and other scholarly activity in relation to the development of theprofession and of patient/client care.

B The application of practice in securing, maintaining or improving health and well-being

All health care professionals draw from the knowledge and understanding associated with their particularprofession. This knowledge and understanding is acquired from theory and practice. It forms the basis formaking professional decisions and judgements about the deployment in practice of a range of appropriateskills and behaviours, with the aim of meeting the health and social care needs both of individualclients/patients and of groups, communities and populations. These decisions and judgements are made inthe context of considerable variation in the presentation, the setting and in the characteristics of theclient/patient health and social care needs. They often take place against a backdrop of uncertainty andchange in the structures and mechanisms of health and social care delivery.

Sound professional practice is essentially a process of problem solving. It is characterised by four major phases:

l the identification and analytical assessment of health and social care needs;

l the formulation of plans and strategies for meeting health and social care needs;

l the performance of appropriate, prioritised health promoting/healtheducating/caring/diagnostic/therapeutic activities;

l the critical evaluation of the impact of, or response to, these activities.

B1 Identification and assessment of health and social care needs


l gather relevant information from a wide range of sources including electronic data;

l adopt systematic approaches to analysing and evaluating the information collected;

l communicate effectively with the client/patient, (and his/her relatives/carers),group/community/population, about their health and social care needs;

l use a range of assessment techniques appropriate to the situation and make provisional identification ofrelevant determinants of health and physical, psychological, social and cultural needs/problems;

l recognise the place and contribution of his/her assessment within the total health care profile/package,through effective communication with other members of the health and social care team.

B2 Formulation of plans and strategies for meeting health and social care needs


l work with the client/patient, (and his/her relatives/carers), group/community/population, to considerthe range of activities that are appropriate/feasible/acceptable, including the possibility of referral toother members of the health and social care team and agencies;

l plan care within the context of holistic health management and the contributions of others;

l use reasoning and problem solving skills to make judgements/decisions in prioritising actions;

l formulate specific management plans for meeting needs/problems, setting these within a timescale andtaking account of finite resources;

l record professional judgements and decisions taken;

l synthesise theory and practice.

Radiography

B3 Practice


l conduct appropriate activities skilfully and in accordance with best/evidence-based practice;

l contribute to the promotion of social inclusion;

l monitor and review the ongoing effectiveness of the planned activity;

l involve client/patient/members of group/community/population appropriately in ongoingeffectiveness of plan;

l maintain records appropriately;

l educate others to enable them to influence the health behaviour of individuals and groups;

l motivate individuals or groups in order to improve awareness, learning and behaviour that contribute tohealthy living;

l recognise opportunities to influence health and social policy and practices.

B4 Evaluation


l measure and evaluate critically the outcomes of professional activities;

l reflect on and review practice;

l participate in audit and other quality assurance procedures;

l contribute to risk management activities.

C Knowledge, understanding and skills that underpin the education and training of health care professionals

The education and training of health care professionals draws from a range of well-established scientificdisciplines that provide the underpinning knowledge and understanding for sound practice. Each healthcare profession will draw from these disciplines differently and to varying extents to meet the requirementsof their specialty. It is this contextualisation of knowledge, understanding and skills that is characteristic ofthe learning in specific health care programmes. Consequently, in this introductory section, the attributes andcapabilities expected of the student are expressed at a generalised level.

C1 Knowledge and understanding

The award holder should be able to demonstrate:

l understanding of the key concepts of the disciplines that underpin the education and training of allhealth care professionals, and detailed knowledge of some of these. The latter would include a broadunderstanding of:

l the structure and function of the human body, together with a knowledge of dysfunction and pathology;

l health and social care philosophy and policy, and its translation into ethical and evidenced based practice;

l the relevance of the social and psychological sciences to health and healthcare;

l the role of health care practitioners in the promotion of health and health education;

l the legislation and professional and statutory codes of conduct that affect health and social care practice.


C2 Skills

Information gatheringThe award holder should be able to demonstrate:

l an ability to gather and evaluate evidence and information from a wide range of sources;

l an ability to use methods of enquiry to collect and interpret data in order to provide information thatwould inform or benefit practice.

Problem solving


l logical and systematic thinking;

l an ability to draw reasoned conclusions and sustainable judgements.

CommunicationThe award holder should be able to demonstrate:

l effective skills in communicating information, advice, instruction and professional opinion to colleagues,patients, clients, their relatives and carers; and, when necessary, to groups of colleagues or clients.

Numeracy


l ability in understanding, manipulating, interpreting and presenting numerical data.

Information technologyThe award holder should be able to demonstrate:

l an ability to engage with technology, particularly the effective and efficient use of information andcommunication technology.

Radiography

Benchmark statement for radiography, both diagnostic and therapeutic

IntroductionRadiography is one of the Professions Supplementary to Medicine (PSM) as established by the PSM Act,1960. Its education and training has been regulated since that time by the Radiographers Board at theCouncil for Professions Supplementary to Medicine (the statutory regulatory body) and the Society (later theCollege) of Radiographers (the professional body). All radiography education is delivered in highereducation institutions (HEIs) and all registerable qualifications obtained in the United Kingdom (UK) areawards of UK HEIs that have validated those awards conjointly with the statutory regulatory body and theprofessional body. Two distinct disciplines of radiography are recognised: diagnostic radiography andtherapeutic radiography.

Radiography requires the safe use of ionising and non-ionising radiation to achieve a diagnostic ortherapeutic health gain. Radiographers require an ability to interpret and effectively execute informationreferred from other health care professionals, in order to maximise health gain whilst minimising radiationdose to the patient. Exposure to ionising radiation carries risk to both the individual and future generations.The largest controllable factor contributing to the total population dose is the medical uses of radiation. Theprofession of radiography is unique in that all of its practitioners accept individual responsibility forminimising the radiation dose to both individual patients and the genetic inheritance of the public at large.

Radiography is concerned with diagnostic and interventional procedures, radiation treatments, healthsurveillance screening and research with additional involvement in occupational medicine and pre-immigration screening. Radiographers practise within an ethical and legal framework. A key part of theradiographer's role is to manage complex interpersonal dynamics, and to act as an advocate for each patient.Team work is a notable feature of practice in both inter-professional and intra-disciplinary frameworksalthough individual and autonomous practice is also a significant feature.

Diagnostic radiographers are responsible for providing safe, rapid and accurate diagnostic imagingexaminations in a wide range of clinical situations, using a range of imaging modalities and techniques sothat appropriate management and treatment of patients and clients may proceed. They are also responsiblefor the physical and psychosocial care of patients whilst in their care.

Therapeutic radiographers are responsible for the safe and accurate planning and delivery of radiationtreatment; employing imaging procedures, and taking responsibility for the physical and psychosocial well-being of the patient. This dimension of their practice extends well beyond the radiation treatment phase asthey assist patients to manage their disease and the sequalae of treatment.

Graduates of radiography programmes must be able to practise safely and independently, so ensuring theconfidence of both patients and the broad health care sector. Safe practice requires an education based onsound scientific and technical knowledge, critical examination of evidence informing practice anddevelopment, and enhancement over time in an ethos of continuing professional development. Accordingly,undergraduate programmes in both diagnostic and therapeutic radiography need to address subjectknowledge and skills, transferable skills, and clinical outcomes and behaviours. However, in keeping with anunderpinning professional philosophy that expects curriculum development and innovation to be acontinuous process, HEIs, in partnership with health care providers and agencies, are charged with theresponsibility of creating curricula that enable both the development of competence to practise, andincorporation of new and emerging developments within the discipline. Similarly, HEIs may decide on themode of delivery, management, content and organisation of programmes, although there is an expectationthat the education process will be facilitated by considerable contact with patients in relevant andappropriate health care settings. There is also an expectation that assessment of students' capability forpractice will be undertaken in the clinical environment, at least in part. Again, the methods used are amatter for HEIs to determine.


Teaching, learning and assessment

Decisions about the strategies and methods for teaching, learning and assessment are for institutions todetermine, but should complement the learning outcomes associated with health profession programmes. Itis not for benchmark statements to promulgate any one, or combination of, approaches over others.However, this benchmark statement promotes an integrative approach to the application of theory andpractice. It underlines the significance attached to the design of learning opportunities that facilitate theacquisition of professional capabilities and to assessment regimes that ensure these are being both deliveredand rewarded to an appropriate standard. Fundamental to the basis upon which students are prepared fortheir professional career, is the provision of programmes of academic study and practice-based learningwhich lay the foundation for career-long professional development and lifelong learning to support bestprofessional practice and the maintenance of professional standards.

Radiography

Benchmark statement for diagnostic radiography

Nature and extent of programmes in diagnostic radiographyDiagnostic radiography is concerned with a range of patients and clients, as well as a range of imagingmodalities. Examinations undertaken span the life-cycle of the population, from fetal life and ante-natal careto old age; and the extremes of health, from screening well women and men to coping with patients in theterminal stages of life or suffering acute, often severe, illness or trauma. Practice also encompasses postmortem and forensic investigations.

The identification, evaluation and monitoring of systemic disease, skeletal and soft tissue abnormalities, andtrauma are the major focus of diagnostic radiography. Significantly, radiographers provide this servicethroughout the 24-hour day, often working alone or in very small teams, and integrating their work withthat of emergency or acute care medical teams.

Radiography encompasses a number of sub-specialities, notably computed tomography, magnetic resonanceimaging, ultrasound including Doppler imaging, nuclear medicine and interventional practice. Theprofession also plays a key role in implementing health improvement programmes, for example the breastscreening service and cancer care services, and influencing and responding to government health policy.

Radiographic practice is unusual within the health care professions in that it is characterised by very shortepisodes of care during which intense and concentrated activity is focused on individual patients. A masteryof interpersonal skills and a high level of communication skills is, therefore, required for effective practice.Radiographers usually have a very limited time in which to establish rapport and effective communicationwith their patients who are invariably anxious and whose health status is often acutely and/or severelycompromised. Concurrent with this is the requirement for rapid decision-making and effective clinicalreasoning to ensure that the examination most appropriate to each patient's condition and diagnosticproblem is carried out.

Radiographers are responsible for the physical and psychological well-being of patients for their definedepisodes of the care continuum and, therefore, radiography must be practised with regard to medicalemergencies and other situations which may arise during treatment or examination.

Most diagnostic radiography is performed in the acute health care sector in medical imaging departments,but significant numbers of patients are examined in hospital wards, accident and emergency departmentsand operating departments. Some work is also carried out in domiciliary environments, prisons andmortuaries. Almost all patients (approximately 96%), whilst being cared for in hospital, will be examined bya radiographer at some stage during their investigation and treatment. Increasingly, too, patients are beingexamined within primary health care settings.


A The diagnostic radiographer as a registered health care practitioner; expectations held by the profession, employers and public

A1 Professional autonomy and accountability of the diagnostic radiographer


l appreciate the significance of professional regulation;

l understand the legal responsibilities and ethical considerations of professional self-regulation;

l respect the need to maintain the integrity of the profession and not bring it into disrepute;

l take account of the expectation to maintain registered professional status through appropriate means;

l demonstrate probity in public and private matters.

A2 Professional relationships of the diagnostic radiographer


l build and sustain professional working relationships with other staff or experts involved in theexamination, treatment and care of patients and clients;

l manage professional and support staff and students effectively and efficiently in accordance withaccepted practice needs.

A3 Personal and professional skills of the diagnostic radiographer


l identify and perform the most appropriate diagnostic imaging examination required for each patient;

l select imaging equipment, techniques and exposure parameters, to ensure that radiation dose isminimised and image appearances are optimised;

l perform his/her duties in accordance with current ionising radiation legislation and other legislationgoverning employment and professional status;

l recognise and respond to the physical, psychological and social needs of patients and clients as thesebecome apparent during the imaging examination;

l identify normal human anatomical structures seen on radiographic images;

l recognise and respond appropriately to abnormal, aberrant and pathological appearances onradiographic images;

l communicate effectively with patients and their carers, peers, other health care professions and otheragencies;

l articulate the significance of continuing professional development and the maintenance of competence.



l behave in accordance with codes of professional conduct;

l care for and respect patients and clients so that they are able to maintain their human dignity and rights;

l act responsibly at all times towards patients, clients and other members of the health care team;

l exemplify good character within the professional context, and internalise professional standards inprivate life;

l recognise the value of research and other scholarly activity to the development of the profession;

l initiate and conduct research within the field of diagnostic imaging;

l engage in lifelong learning, developing new skills relevant to changing technology and practice andchanging patterns of health care.

Radiography

B Principles and concepts held by the profession of diagnostic radiography which are applied to secure, maintain or improve health and well-being

B1 Identification and assessment of health needs


l make appropriate clinical decisions informed by a knowledge of anatomy and pathology, imagingscience, and patient treatment and care;

l assess information given on referral in order to justify examinations;

l use protocols and evidence to assist in justifying and determining the nature of examinations to becarried out.

B2 Formulation of plans and strategies and their application in practice


l plan and conduct the complete radiographic episode in conjunction with all other aspects of the patient'scare needs in the clinical environment;

l conduct diagnostic imaging examinations with due regard to health and safety and other health careprotocols, for example infection control;

l assume responsibility for the radiation protection of other health care professionals in the vicinity;

l demonstrate the applications of information technology, data processing, storage, retrieval andmanipulation in diagnostic imaging;

l provide accurate comments and feedback to aid diagnosis, subsequent treatment and management ofpatients;

l bring work to a satisfactory conclusion, including accurate completion of necessary documentation;

l meet deadlines for the completion of work to required standards.

B3 Evaluation


l capitalise on opportunities for health education as they may arise in the conduct of their normal practice;

l evaluate the diagnostic imaging examination and the resultant images against the anticipated clinicaloutcome;

l evaluate the functioning of the imaging system;

l demonstrate reflective practice in the light of sound clinical and scientific knowledge, and anunderstanding of the holistic needs of patients from a variety of social and clinical contexts;

l recognise the limitations to his/her scope of competence and seek advice and guidance accordingly.


C Knowledge, understanding and skills that underpin the education and training of diagnostic radiographers



l knowledge and understanding of the radiation physics, protection, biology, and dosimetry underpinningradiographic examinations, together with detailed knowledge of the associated current legislation andregulations;

l knowledge of normal human anatomy including its development and change from fetal life to old age.Included within this are the normal variations and aberrations that occur within the population.Particularly important, is a thorough knowledge and understanding of normal and aberrant anatomicalappearances as demonstrated on diagnostic images. Detailed knowledge of normal functional anatomyand physiology in relation to dynamic and physiologically based imaging examinations is also essential;

l knowledge of pathological processes and physiological parameters to facilitate clinical judgements aboutthe nature of the imaging examination to be carried out, and to ensure safe practice so that the patient'scondition is not exacerbated by the examination. The manifestation of pathological processes ondiagnostic images is also essential so that judgements about the efficacy of the examination can be made,the need for additional imaging determined, and an initial interpretation of the examination formulated;

l knowledge of the manifestation and course of disease and trauma processes, focused on clinical signsand symptoms that patients may exhibit at the time of presentation for their initial imaginginvestigation, and on how these change as conditions progress. Essentially, knowledge andunderstanding of how these influence the examination to be carried out is required;

l how diagnostic radiographers can influence and support health promotion and health education in theirclient populations. Particularly important in this context is educating the general public about the risksand benefits of diagnostic imaging examinations so that patients and clients can make informedjudgements about, and give informed consent for, their examinations;

l knowledge and understanding of the scientific basis of the range of diagnostic imaging processes so thatimages are generated and manipulated effectively and appropriately in relation to the pathology ortrauma to be demonstrated. Technical evaluation and interpretation of images produced, together withan ability to make judgements about the acceptability of the quality of the images in the context of thepatient's condition, are also essential skills;

l knowledge and understanding of the range of technological equipment used in diagnostic imaging sothat equipment choices inform safe and efficient practice;

l knowledge of the pharmacology of contrast agents and drugs used in diagnostic imaging examinationsand emergency resuscitation, together with an understanding of the related legislation and regulations;

l understanding of the methods of administration of contrast agents and drugs, including intravenousadministration;

l knowledge and understanding of the legislative, policy, ethical and research frameworks that underpin,inform and influence the practice of diagnostic radiographers. In particular, detailed knowledge ofcurrent legislation relating to the use of ionising radiation for medical purposes is essential;

l knowledge of behavioural and communication sciences and in depth understanding of their relevanceand application to the care of people undergoing diagnostic imaging procedures as part of thecontinuum of their health care. Such understanding also encompasses relatives and carers;

l understanding of the philosophy underpinning the development of the profession of radiography andthe practice of diagnostic radiography;

l knowledge and understanding of the diagnostic radiographic process and standard radiographicexaminations;

l knowledge of specialist imaging examinations and interventions;

l understanding of the current developments and trends in the science and practice of radiography anddiagnostic imaging.

Radiography

C2 Skills

Capacity for reflection

The award holder should be able to demonstrate the ability to:

l critically appraise the science and practice of diagnostic radiography;

l reflect on the potential and limitations of professional knowledge;

l evaluate the impact of professional knowledge on practice.

Gathering and evaluating information and evidence


l synthesis of knowledge and understanding of the scientific basis of diagnostic imaging and applicationto practice;

l accurate analysis and processing of information and data in order to conduct examinations efficientlyand effectively;

l clinical reasoning based on judgements made from the verbal and physical presentation of an individualand information from a variety of sources including the referring practitioner; evaluation, in anappropriate and timely fashion, of the specific clinical situation encountered; and evaluative judgementsof technical and clinical outcomes;

l professional judgement skills in order to make informed, sensitive and ethically sound professionaljudgements and also to evaluate and interpret diagnostic images produced;

l reflection on, and during, practice;

l the ability to think logically, systematically, and conceptually.

Problem-solving

The award holder should be able to demonstrate the ability to:

l seek appropriate solutions to problems encountered in clinical practice in the light of relevant guidelinesand evidence, the nature and presentation of the patient, and the location in which the examination isconducted;

l analyse and process information and data accurately in order to conduct examinations efficiently andeffectively;

l sequence and adapt the radiographic process in the light of patient care needs, required clinical andradiographic outcomes, and available resources.

PracticeThe award holder should be able to demonstrate the ability to:

l assess the patient's needs through interrogation of the clinical history in order to determine the precisenature of the examination to be conducted;

l justify and match radiographic examination or imaging modality to clinical need, based on evaluation ofevidence from professional or patient based sources;

l prepare the patient, both physically and psychologically, in order to carry out an effective clinicalexamination;

l position patients and clients accurately, safely and sensitively for examinations;

l manipulate the range of technological equipment safely and efficiently;

l generate and manipulate images (including verification of exposure factors) effectively andappropriately in relation to the pathology or trauma to be demonstrated;

l evaluate and interpret images produced, making judgements about the acceptability of the quality of theimages in the context of the patient's condition. This includes making judgements about the need toundertake further imaging procedures or additional projections/procedures and the need to makejudgements about the absence or presence and possible nature of trauma or pathology demonstrated;


l record and report findings appropriately;

l apply effective moving and handling skills in order to protect patients and self from injury or furtherinjury or, in the case of patients, further aggravation of an existing condition which could beconcomitant with the reason for presentation. On occasion this will involve the movement of patientswith severe trauma, acute pain and/or clinical shock and pre-existing physical deformity;

l initiate resuscitation when necessary;

l introduce contrast agents into the body when appropriate, including intravenous administration;

l manage time effectively, including prioritisation of work load whilst delivering high quality care.

Communication and interpersonalThe award holder should be able to demonstrate:

l appropriate and effective inter- and intra-professional communication in written, oral and presentationformats;

l effective supervision of students and other staff;

l use of a wide range of information sources, for example, manufacturers' technical information andgovernment policies and papers, in order to provide qualitative reports about the nature of the service,and trends and changes in the service;

l the integration of research and procedural data in order to produce reports contributing to effectivepatient management;

l the ability to collect and interrogate data relative to the performance of both the individual practitionerand the local service to monitor and influence practice.

Numeracy


l confidence and competence in manipulating exposure parameters and variables in order to optimisedose and image quality considerations, according to the unique needs/interests of each patient and theexamination being undertaken;

l numerical competence in determining doses required for contrast agents, analgesic and emergency drugs;

l sufficient familiarity with, and competence in, manipulation of likely radiation doses and variables inorder to advise/inform patients and referring clinicians of the relative risks arising from individualprocedures;

l the ability to collect, interrogate, interpret and present relevant data from a range of sources and by avariety of methods;

l arithmetical and statistical competence in order to interrogate data generated through audit and research.

Technology


l confidence and competence in using the technology required for moving and handling patients,integrated into the diagnostic imaging process;

l effective use of information communication technology in relation to information about or from patients,service management, teaching and learning, continuing professional development and research;

l confidence and competence in utilising the extensive range of image generation, manipulation, displayand recording equipment and technology used in radiographic practice.

Radiography

Academic and practitioner standards in diagnostic radiography

On successful completion of undergraduate programmes designed to provide an award that also conferseligibility for state registration as a diagnostic radiographer, graduates should be able to demonstrate thefollowing clinical skills and behaviours, underpinned by the subject knowledge and understandingdescribed below. The articulation of the standards should be regarded as the minimum requirement for theaward of an honours degree in the subject.

A Working as a professional in diagnostic radiography

Communication and management skills


l use effectively information technology and data processing, storage, retrieval and manipulation indiagnostic imaging;

l develop and sustain professional working relationships with colleagues involved in the examination,treatment and care of patients and clients;

l meet deadlines for the completion of work to required standards;

l bring work to a satisfactory conclusion, including completion of necessary documentation.

Transferable skillsThe award holder should be able to:

l communicate in English, both orally and in writing;

l interpret written instructions accurately and safely;

l apply numerical skills accurately to radiographic information and data;

l interpret and use numerical and statistical information accurately;

l use computing and information technology to select, analyse, present and communicate radiographicinformation;

l perform assigned tasks safely and accurately within a team setting and participate in group activities toachieve team goals;

l instruct other people clearly and precisely, orally and in writing, to undertake simple tasks;

l work safely and accurately within time management constraints;

l recognise and work within the limitations of his/her own personal and professional skills;

l undertake independent and self-directed study and learning;

l identify and present material and the evidence-base to support a reasoned argument.

Professional behavioursThe award holder should be able to:

l behave in accordance with codes of professional conduct;

l explain the differences between codes of conduct arising from professional and from statutory sources;

l care for and respect patients and clients so that they are able to maintain their human dignity and rights;

l act responsibly at all times towards patients, clients and members of the health care team;

l exemplify good character within the professional context, and internalise professional standards inprivate life.


B Application of principles and concepts

Clinical reasoning skillsThe award holder should be able to:

l recognise the nature of the clinical examination requested, plan a suitable course of action and makereasoned choice between alternatives available;

l demonstrate sound professional judgement and the ability to evaluate referral information on theclinical needs of the patients before selecting the appropriate examination;

l apply scientific and ethical principles to the practice of diagnostic radiography;

l evaluate the risks and benefits of different imaging techniques;

l adapt working practices to meet the needs of individual patients and situations;

l demonstrate application to practice of professional codes of conduct, guidelines, policies and protocols;

l think logically and systematically.

Clinical skills and behavioursThe award holder should be able to:

l carry out the range of standard clinical examinations required of a newly qualified radiographer, safely,efficiently and with a high degree of accuracy;

l care for the patients and clients he/she will encounter in his/her first post with due regard for humandignity and rights of all members of society;

l work appropriately with other health care professionals within a multi-professional environment;

l contribute to departmental risk management, audit and quality assurance activities;

l use research findings and other sources of information, where appropriate, in his/her practice;

l participate in applied research in the clinical setting;

l demonstrate reliability and integrity in all matters associated with practice in radiography;

l demonstrate probity in both public and private matters consistent with being a state registered practitioner.

Psychomotor skills


l manipulate technological equipment used in diagnostic imaging safely and efficiently;

l position patients/clients for examination, accurately, safely and sensitively.

Clinical outcomesThe award holder should be able to:

l undertake the role of practitioner in accordance with the Ionising Radiation (Medical Exposure)Regulations 2000;

l identify and perform the most appropriate imaging examination required for each patient;

l assess information given on referral in order to justify examinations, informed by pre-determinedprotocols where appropriate;

l select imaging equipment, techniques and exposure parameters to ensure that radiation dose isminimised and image appearances are optimised;

l perform duties in accordance with current ionising radiation legislation and regulations;

l recognise and respond to the physical, psychological and social needs of patients and clients as thesebecome apparent during the imaging examination;

l identify normal human anatomical structures seen on radiographic images;

l recognise and respond appropriately to abnormal, aberrant and pathological appearances onradiographic images;

Radiography

l complete documentation accurately and promptly;

l assume responsibility for managing a list of patients and clients so that they are seen in accordance withtheir appointment times, or are prioritised according to clinical need;

l assume responsibility for assessing the quality of his/her own work and, when necessary, for remedyingfaults;

l seek assistance or consult colleagues when appropriate;

l work as a member of a health care team within the diagnostic imaging department and in other relevanthealth care environments;

l apply research findings to practice;

l participate in research projects undertaken within the clinical department.

C Subject knowledge and understandingThe award holder should be able to:

l describe the philosophy underpinning practice in diagnostic radiography;

l demonstrate understanding of the physical principles underpinning diagnostic imaging;

l describe the nature of ionising and non-ionising radiation and their use in medicine, and demonstrateunderstanding of the effects of radiation on human tissue;

l describe normal and normal variant human anatomy, physiology and biochemistry;

l describe specific pathological processes and their imaging appearances;

l demonstrate understanding of the technology used in diagnostic imaging;

l demonstrate understanding of the range of clinical examinations in diagnostic radiography;

l describe and exemplify effective management of standard episodes of care;

l describe the pharmacology of the limited range of drugs and contrast agents used in diagnostic imaging;

l describe and exemplify care for people undergoing diagnostic imaging examinations, their families andtheir carers, based on sociological and psychological principles;

l describe the legal, policy, ethical and research frameworks in which diagnostic radiography is practised;

l explain the differences between codes of conduct arising from professional and from statutory sources.


Benchmark statement for therapeutic radiography

Nature and extent of programmes in therapeutic radiographyTherapeutic radiographers practise at the patient and radiation-technology interface in cancer managementand care, within an ethical, legal and professional framework. One in every two cancer patients receives someform of radiotherapy during the course of their disease, and therapeutic radiographers are pivotal to thesuccessful holistic care of these people. Non-malignant conditions are also occasionally treated with radiation.

The radiographer selects appropriate patient positions, immobilisation and tumour localisation methods forthe planning of radiation therapy. The decision-making process for this requires knowledge of normal andabnormal, gross and microscopic anatomy, and the patho-physiology of cancer. In addition, these processesdemand high level utilisation of specialist computerised systems and numerical competence. Problem-solving skills and the development of novel strategies are frequently required to ensure effective andindividualised preparation for treatment.

Patient positioning and immobilisation is carried out using a diverse range of materials, technologies andequipment. This demands specialist knowledge and skills vital to the therapeutic radiographer, who alsoneeds to develop a caring rapport with the patient at this initial stage in their treatment.

Tumour localisation and treatment plan verification precede accurate and safe treatment, and the therapeuticradiographer has responsibility for the sophisticated techniques used in this area of practice. This demandsthe knowledge and skills to select from, and use, a range of imaging modalities, for example plain film andcontrast agent studies, fluoroscopy, computed tomography, magnetic resonance imaging, radionuclideimaging, ultrasound, and positron emission tomography.

The production of a radiation dose distribution also falls within the remit of the therapeutic radiographer.This requires manipulation of sophisticated computerised systems and integration of knowledge ofradiobiology, regional and cross sectional anatomy and fundamental concepts of the interaction of radiationand matter.

Therapeutic radiographers use clinical reasoning skills to interpret data (derived from the foregoingprocesses) to deliver therapeutic doses of high-energy radiation to the planned treatment volume. Thesesame skills are used at each treatment event to assess and monitor the physical and psychological well-beingof the patient. These procedures require meticulous record-keeping to ensure continuity of patientmanagement and the fulfilment of legal obligation.

The radiographer is responsible for ensuring that the equipment and the patient are correctly aligned onewith the other for each radiation exposure and throughout the entire treatment episode. This requires skillsof spatial awareness, manual dexterity and visual precision.

The maintenance and quality assurance of sophisticated machinery is key to ensuring safe and accuratetreatment and the radiographer plays a vital part in the quality management system. Radiographers are ableto recognise faults and malfunctions/deviations from normal operation and the possible implications of suchfaults on treatment delivery.

Therapeutic radiographers conduct treatment reviews to ensure continuous monitoring and care of thepatient during radiation treatment and provide follow-up care and physical and emotional support to thepatient and their relatives and carers.

The responsibility of the therapeutic radiographer for the physical and psychological well-being of patientsextends from ensuring their continuous attendance for treatment to the recognition of complex andpotentially dangerous developments in their conditions. Concurrent cancer treatments impact on each otherand the radiographer needs to monitor the interaction of radiation therapy with, for example, cytotoxicdrugs and surgery.

Therapeutic radiographers identify and advise the patient about the likely sequalae of radiation therapy,support them during symptomatic periods, and provide suitable management strategies or appropriateonward referral. This aspect of practice requires knowledge of medicines to prevent and alleviate the sideeffects of radiation therapy and the provision of these under patient care directions.

A key feature of practice is the need to manage complex interpersonal dynamics and to act as an advocatefor each patient. The focus here is on sensitivity to the impact of a life threatening disease and its treatmenton the individual patient. This demands a high level of competence in communication, and the developmentof rapport and empathy.

Radiography

Therapeutic radiographers are autonomous practitioners with responsibility for evaluating their own workand using reflection to enhance their practice. However, their practice is characterised by high levels of intra-professional team work and inter-professional collaboration. All radiation therapy is provided within thespecialist setting of accredited cancer centres. By this means the highest level of patient care, support andradiation protection can be ensured.

Therapeutic radiographers have a role in the management of financial and human resources of cancercentres, with accountability and responsibility for diverse staff groups and clinical services within the centre.They also support the professional development of colleagues and pre-registration students.

An important facet of the practice of therapeutic radiography is a responsibility for audit, and clinical research.

The role of the therapeutic radiographer is changing and expanding rapidly. The profession has a key role ininfluencing and implementing health improvement programmes and responding to government health policy.


A The therapeutic radiographer as a registered health care practitioner; expectations held by the profession, employers and public

A1 Professional autonomy and accountability of the therapeutic radiographer


l appreciate the significance of professional regulation;

l practise within the framework of current legislation that governs the use of ionising radiation formedical purposes;

l practise within ethical and evidence-based frameworks;

l demonstrate reliability and integrity in all matters associated with practice in therapeutic radiography;

l take account of the expectation to maintain registered professional status through appropriate means;

l demonstrate probity in both public and private matters consistent with being a state registeredpractitioner.

A2 Professional relationships of the therapeutic radiographer


l participate effectively in inter-professional approaches to oncology management;

l acknowledge the limitations of professional competence and be able to apply appropriate referralprocedures when necessary;

l manage professional and support staff effectively and efficiently in accordance with accepted practiceneeds;

l teach and supervise students and colleagues;

l care for patients and their carers with due regard for human dignity and rights of all members ofsociety;

l collaborate with external agencies such as Macmillan nurses, and community services in the provision ofcontinuing care for patients with cancer.

A3 Personal and professional skills of the therapeutic radiographer


l make informed, sensitive and ethically sound professional judgements;

l manage time effectively;

l prioritise work load whilst delivering high quality care;

l manage personal and professional development of self;

l display a competent and confident approach to practice.



l demonstrate an understanding of the historical roots of health care in the UK and of the currentdevelopments in the health service;

l promote healthy living and cancer awareness;

l recognise the value of research and other scholarly activities in the development of the science andpractice of therapeutic radiography.

Radiography

B Principles and concepts held by the profession of therapeutic radiography whichare applied to secure maintain, or improve, health and well-being

B1 Identification and assessment of health needs


l gather information from a wide range of sources, for example, patient history, radiographic images andbiochemical reports, and by a variety of methods, including physically, verbally, electronically generatedand from graphical representations;

l systematically analyse and evaluate the information;

l make judgements from the verbal and physical presentation of a patient and information from referringpractitioners;

l evaluate each clinical situation and the range of available and appropriate interventions that may berequired in a timely fashion;

l identify and assess physical, psychological and cultural needs/events, for example the assessment of aradiation response that requires a course of treatment to be interrupted.

B2 Formulation of plans and strategies, and their application in practice


l conduct appropriate imaging and treatment interventions within agreed protocols;

l manage complex and unpredictable situations, for example the adaptation of treatment plans, radiationincidents, prioritisation of work load and use of resources;

l ensure the physical and radiation safety of all individuals in his/her immediate work environment;

l monitor and review the ongoing well-being of the patient through daily assessment and formal review;

l formulate and provide information to patients and their carers about the treatment process andprocedures;

l maintain appropriate records of all aspects of clinical practice;

l record patient and technical data, professional judgements and actions.

B3 Evaluation


l make evaluative judgements on technical and clinical outcomes, recording and reporting the findingsappropriately;

l contribute to risk assessment, audit and quality assurance;

l identify and implement appropriate corrective actions;

l evaluate and interpret research findings and other sources of information and apply these, whereappropriate, to practice;

l provide a concise and accurate summary of all radiation exposures for the use of other health careprofessionals, and in fulfilment of current regulations.

C Knowledge, understanding and skills that underpin the education and trainingof therapeutic radiographers



l knowledge and understanding of the physical principles of radiation generation, interaction,modification and protection underpinning radiation therapy, together with detailed knowledge of theassociated current legislation and regulations;

l knowledge and understanding of the risk benefit philosophy and principles involved in the practice oftherapeutic radiography;


l understanding of the scientific principle of the differential cell killing ability of ionising radiation as thebasis on which the practice of therapeutic radiography is founded;

l knowledge of the biochemical science of radiation pathophysiology;

l knowledge of the structure and function of the human body in health and disease, with particularemphasis on regional and cross sectional anatomy of the head and trunk, histology, haematology, andthe lymphatic and immune systems;

l knowledge of oncology, the pathophysiology of solid and systemic malignancies, epidemiology,aetiology and the management and impact of cancer;

l knowledge of concurrent and common pathologies and mechanisms of injury;

l knowledge of the pharmacology of contrast agents, cytotoxic drugs and drugs used in the relief ofsymptoms encountered frequently within the oncology setting;

l understanding of the methods of administration of contrast agents and drugs, including intravenousadministration;

l knowledge and understanding of the range of technological equipment used in therapeutic radiography;

l understanding of the philosophy underpinning the development of the profession of radiography andthe practice of therapeutic radiography;

l knowledge of behavioural and communication sciences, and in depth understanding of their relevanceand application to the care of people with cancer and undergoing cancer treatment, particularlyradiation therapy;

l understanding of the role of the therapeutic radiographer in the promotion of health and healtheducation in relation to cancer prevention and treatment;

l knowledge and understanding of the legislative, policy, ethical and research frameworks that underpin,inform and influence the practice of therapeutic radiographers. In particular, detailed knowledge ofcurrent legislation relating to the use of ionising radiation for medical purposes is essential;

l understanding of the current developments and trends in the science and practice of radiography andcancer management and therapy.

C2 Skills

Capacity for reflectionThe award holder should be able to demonstrate the ability to:

l critically appraise the science and practice of therapeutic radiography;

l reflect on the potential and limitations of professional knowledge;

l evaluate the impact of professional knowledge on the outcomes of practice.

Gathering and evaluating information and evidenceThe award holder should be able to demonstrate:

l synthesis and application of knowledge and understanding of the scientific basis of radiation therapyand the practice of therapeutic radiography;

l analysis and processing of data accurately in order to conduct treatment preparation procedures anddeliver radiation therapy efficiently and effectively;

l clinical reasoning based on judgements made from the collection, interrogation, and interpretation ofdata from a range of sources, for example patient history, radiographic images and biochemical reportsand provided by a variety of methods, including verbally, electronically generated means and fromgraphical representations;

l the ability to make informed, sensitive and ethically sound professional judgements and to evaluate theoutcome of each part of the radiation therapy process, as well as each treatment incident;

l reflection on, and during, practice.

Radiography

Problem-solving


l identify the problems encountered at the patient radiation technology interface and find appropriatesolutions to such problems;

l analyse and process information and data accurately in order to conduct radiation treatments efficientlyand effectively;

l plan and adapt the radiation treatment procedures in the light of patient care needs and the requiredtreatment outcome;

l make reasoned judgements and independent decisions;

l think logically, systematically and conceptually;

l participate in applied research in the oncology setting.

PracticeThe award holder should be able to demonstrate the ability to:

l prepare the patient both physically and psychologically, in order to carry out an effective clinicalprocedure;

l immobilise the patient for safe and accurate treatment preparation and delivery;

l localise the target volume in relation to external surface markings and/or anatomical reference points;

l generate a treatment plan and verify the treatment parameters to ensure delivery of the optimalradiation prescription;

l judge the correctness of the radiation prescription and interpret it in such a way that radiation therapy isdelivered accurately and reproducibly;

l accurately operate radiotherapy equipment;

l assess, monitor and care for the patient;

l apply effective moving and handling skills in order to protect patients and self;

l record and report outcomes of procedures appropriately;

l initiate resuscitation when necessary;

l introduce contrast agents into the body when appropriate, including intravenous administration;

l manage time effectively, including prioritisation of work load whilst delivering high quality care.

Communication and inter-personalThe award holder should be able to demonstrate:

l use of information from a wide range of sources, for example manufacturers' technical information andgovernment policies and papers in order to provide qualitative reports about the nature of the service,and trends and changes in the service;

l the integration of research and procedural data in order to produce reports contributing to effectivepatient management;

l the ability to collect and interrogate data relative to the performance of both the individual practitionerand the local service to monitor and influence practice;

l insight into, and skill in, understanding the behaviour of people undergoing examinations andtreatments within the oncology setting;

l appropriate and effective inter- and intra-professional communication in written, oral and presentationformats;

l the ability to provide support and information to patients and their carers in a timely, appropriate andsensitive manner;

l effective supervision of students and other staff.


Numeracy

The award holder should be able to demonstrate :

l competence in mathematical processes involved in radiation dose calculations and distribution;

l the ability to collect, interrogate, interpret and present relevant data from a range of sources and by avariety of methods;

l arithmetical and statistical competence in order to interrogate data generated through audit and research.

TechnologyThe award holder should be able to demonstrate:

l confidence and competence in engaging with the information technology associated with therapeuticradiography, in particular image registration, data transfer systems between treatment preparation anddelivery, parameter selection and confirmation systems, and hospital information systems;

l effective use of information communication technology in relation to information about or from patients,service management, teaching and learning, continuing professional development and research;

l spatial awareness, visual precision and manual dexterity in the manipulation of imaging equipment andtreatment units and accessories safely and efficiently.

Radiography

Academic and practitioner standards in therapeutic radiography

On successful completion of undergraduate programmes designed to provide an award that also conferseligibility for state registration as a therapeutic radiographer, graduates should be able to demonstrate thefollowing clinical skills and behaviours, underpinned by the subject knowledge and understandingdescribed below. The articulation of these standards should be regarded as the minimum requirement for theaward of an honours degree in the subject.

A Working as a professional in therapeutic radiography

Communication and management skills


l make effective use of information technology, data processing, storage, retrieval and manipulation inradiation therapy;

l develop and sustain professional working relationships with colleagues involved in the examination,treatment and care of patients and clients;

l meet deadlines for the completion of work to required standards.

Transferable skills


l communicate clearly in English, both orally and in writing;

l interpret written instructions accurately and safely;

l apply numerical skills accurately to radiotherapeutic information and data;

l interpret and use numerical and statistical information accurately;

l use computing and information technology to select, analyse, present and communicate radiographicinformation;

l recognise and work within the limitations of his/her own personal and professional skills;


l identify and present material and the evidence-base to support a reasoned argument;

l think logically and systematically;

l apply research findings to practice.

Professional behaviours


l exemplify good character within the professional context, and internalise professional standards inprivate life;

l behave in accordance with codes governing professional conduct;

l perform duties in accordance with the current ionising radiation legislation and regulations;

l act responsibly at all times, towards patients, their carers, and members of the health care team;

l work efficiently and effectively within an inter-professional team environment;

l perform assigned tasks safely and accurately within a team setting and participate in group activities toachieve team goals;

l build and sustain professional working relationships with other staff or experts involved in treatmentand care of patients;

l care for patients in a manner that respects and enables them to maintain their human dignity;

l meet deadlines for the completion of work to required standards within the scope of his/her competence;

l instruct other people clearly and precisely, orally, and in writing, to undertake simple tasks;


l work safely and accurately within time management constraints;


l participate in developments in the science and practice of therapeutic radiography.

B Application of principles and concepts

Clinical reasoning skillsThe award holder should be able to:

l recognise the nature of the task in hand, plan a course of action and make appropriate choices betweenthe alternatives available;

l understand referral information and make sound professional judgements based on the clinical needs ofthe patient;

l understand the risks and benefits of different imaging techniques and radiation treatments.

Clinical skills and behaviours


l demonstrate competence in a defined range of the pre-treatment and treatment procedures and processes;

l calculate accurately radiation doses and distributions;

l adapt working practices to meet the needs of individual patients and situations.

Psychomotor skills


l position and immobilise the patient for safe and accurate treatment preparation and delivery;

l localise the target volume in relation to external surface markings and/or anatomical reference points;

l operate radiotherapy equipment safely and accurately.

Clinical outcomesThe award holder should be able to:

l undertake the role of practitioner in accordance with the Ionising Radiations (Medical Exposure)Regulations 2000;

l generate a treatment plan and the verification of the treatment parameters to ensure delivery of theoptimal radiation prescription;

l judge the correctness of the radiation prescription and interpret it in such a way that radiation therapy isdelivered accurately and reproducibly;

l recognise, monitor and respond to the care and information needs of patients, their relatives and carers;

l apply information technology to data processing, storage, retrieval and manipulation in radiotherapy;

l recognise faults and malfunctions/deviations from normal operation and the possible implications ofsuch faults on treatment delivery;

l contribute to quality assurance procedures;

l complete documentation accurately and promptly;

l seek assistance, consult colleagues or refer on when appropriate.

C Subject knowledge and understandingThe award holder should be able to:

l describe the risk-benefit philosophy underpinning practice in therapeutic radiography;

l describe the nature of ionising and non-ionising radiations, their application to cancer treatment, andtheir effects on human tissues;

Radiography

l describe the principles of the imaging processes involved in oncology management;

l describe normal anatomy, physiology and biochemistry;

l describe specific malignant and concurrent pathologies, sequalae and their imaging appearances;

l identify the appropriate management of a range of tumours;

l describe the technology and equipment used in radiation therapy;

l describe the principles of the operation of equipment and technology;

l appraise pre-treatment and treatment procedures and processes in therapeutic radiography;

l describe the sociological and psychological aspects of care for people undergoing examinations andtreatments, their families and carers;

l describe the pharmacology of contrast agents and drugs used in the oncology setting.


Appendix 1

Radiography benchmark group membershipDerek Adrian-Harris University of Portsmouth

Lesley Forsyth Grampian University Hospitals NHS Trust

Geraldine Francis Kingston University & St. George's Hospital Medical School

Marilyn Hammick Oxford Brookes University

Julia Henderson University of Hertfordshire

Rosemary Klem University of Central England in Birmingham

Audrey Paterson (facilitator) Canterbury Christ Church University College

Pauline Reeves University of Wales, Bangor

The benchmarking group would also like to acknowledge the work of the College ofRadiographers/Radiographers Board benchmark group which contributed significantly to this statement.

Members of this group were:

Kathryn Burgess University of Liverpool

John Newton University of Wales College of Medicine

Audrey Paterson Canterbury Christ Church University College

Richard Price University of Hertfordshire

Radiography

Appendix 2

Benchmark steering group membershipMrs Margaret Andrews North East Wales Institute of Higher EducationMr David Ashcroft Society of Chiropodists & PodiatristsMrs Linda Auty Leeds Metropolitan UniversityMiss Lesley Barrowman National Board for Nursing, Midwifery &

Health Visiting for Northern IrelandMrs Valerie Beale Somerset Health AuthorityMs Mary Boyle National Board for Nursing, Midwifery & Health Visiting for Scotland Mrs Ann Clarke Bedford Hospital NHS TrustMs Helen Davis Royal Hallamshire Hospital, SheffieldProfessor Anne de Looy Queen Margaret University College, EdinburghMiss Faye Doris University of PlymouthMr Martin Duckworth College of St Mark & St John, PlymouthMr Brian Ellis Queen Margaret University College, EdinburghMiss Anne Fagan (deceased) Hospital of St John & St Elizabeth, LondonMrs Janice Gosby UK Central Council for Nursing, Midwifery & Health VisitingMs Valerie Hall University of BrightonMrs Julia Henderson University of HertfordshireMs Anne Hopkins University of Wales SwanseaMr Stephen Hutchins University of SalfordMr Tom Langlands English National Board for Nursing, Midwifery and Health VisitingMs June Leishman University of Abertay, DundeeProfessor Jeffrey Lucas University of BradfordProfessor Dame University of SouthamptonJill Macleod-Clark (co-chair)Ms Diane Marks-Maran Thames Valley UniversityMrs Susan Montague University of HertfordshireMrs Christine Mullen South Manchester University Hospital NHS TrustMr Luke O'Byrne East Berkshire NHS TrustMrs Audrey Paterson Canterbury Christ Church University CollegeMs Robyn Phillips Welsh National Board for Nursing, Midwifery & Health VisitingProfessor Mike Pittilo (co-chair) Kingston University & St George's Medical HospitalMs Lorna Povey Wolverhampton Health Care NHS TrustMrs Jarina Rashid-Porter Coventry Healthcare NHS TrustMr Gwilym Roberts College of Occupational TherapistsMs Jenny Routledge University of East AngliaMr Ian Rutherford University of NottinghamMrs Sandra Sexton University of StrathclydeMs Gail Stephenson University of LiverpoolProfessor Averil Stewart Queen Margaret University College, EdinburghProfessor Mary Watkins University of Plymouth


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